A Developmental Exploration of the Effects of Spacing on the Recall of Repeated Words.

Autor/inn/en	Wilson, William P.; Witryol, Sam L.
Titel	A Developmental Exploration of the Effects of Spacing on the Recall of Repeated Words.
Quelle	(1975), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; Children; Cognitive Development; Cognitive Processes; Memory; Recall (Psychology); Short Term Memory; Word Lists + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Gedächtnis; Abberufung; Kurzzeitgedächtnis; Wortliste
Abstract	The purpose of this experiment was to examine lag function developmental parameters and to test a related developmental hypothesis and the predictions it generated. Fourth and eighth graders and adults were shown a series of words, one at a time, with some words presented twice. Between the two presentations of each repeated word there was one of three lag conditions: no lag (Lag O), short lag, or long lag. Items that were not repeated were labelled 1P words and used as a recall baseline. Subjects, tested individually, were given up to two minutes for written recall. Results showed highly significant lag effects for each age. Two predictions were supported: (1) that young children's recall would increase significantly between Lag O and short lag while older subjects' recall would not, and (2) that the older subjects' recall would show a major increase between short and long lag words while younger children's would not. No significant differences between 1P and Lag O recall levels were evident at any grade, suggesting that the number of retrieval cues for Lag O and 1P terms is identical. It is proposed that the paradigm suggested in this study might be used to explore developmentally the encoding processes used for pictures, words and other stimuli in recognition and recall tasks, and to test Maccoby's proposal that children are not as efficient as adults in using information available in the task to aid performance. The paradigm is currently being used to study how motivational variables affect encoding strategies. (GO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC